Language learning strategy use and levels of autonomy in online and traditional education

• Irgatoğlu, AYDAN ^[1]
  1. [1] Ankara Hacı Bayram Veli University
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 42, 2024, págs. 147-160
• Idioma: inglés
• DOI: 10.30827/portalin.vi42.20921
• Títulos paralelos:
  • Autonomía del alumno y uso de la estrategia de aprendizaje antes y durante la pandemia de Covid 19
• Enlaces
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• Resumen
  • español

    El objetivo de este estudio es investigar el nivel de uso y autonomía de estrategias de aprendizaje en la educación tradicional y en línea. En el estudio participaron 155 estudiantes de secundaria de la universidad estatal. Los datos se recopilaron utilizando la Estrategia de Aprendizaje de Idiomas (LLS) de Oxford (1990) y un cuestionario de autonomía del alumno (Zhang y Li, 2004). Se utilizó SPSS22 para analizar los datos. Los hallazgos revelaron que el nivel de autonomía era alto en la educación tradicional, pero moderado en toda la educación en línea. Además, los resultados de los cuestionarios de LLS revelaron que los estudiantes emplearon un número moderado de estrategias de aprendizaje de idiomas tanto en la educación tradicional como en línea. Además, los resultados de los cuestionarios de LLS revelaron que los estudiantes emplearon un número moderado de estrategias de aprendizaje de idiomas en la educación tradicional y en línea. Finalmente, el análisis de correlación utilizado para determinar la asociación entre la autonomía del alumno y el uso de LLS reveló una relación positiva y lineal entre las dos variables.

  • English

    The goal of this study is to investigate the level of learning strategy use and autonomy in online and traditional education. The study included 155 preparatory school students from the state university. The data were collected using Oxford's (1990) Language Learning Strategy (LLS) and a learner autonomy questionnaire (Zhang & Li, 2004). SPSS22 was used to analyse the data. The findings revealed that autonomy level was high in traditional education, but moderate throughout the online education. Furthermore, the results of the LLS questionnaires revealed that students employed a moderate number of language learning strategies in both traditional and online education. Furthermore, the results of the LLS questionnaires revealed that students employed a moderate number of language learning strategies in online and traditional education. Finally, the correlation analysis utilized to determine the association between learner autonomy and LLS use revealed a positive and linear relationship between the two variables.

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